Speech to Print: Language Essentials for Teachers.

By L. Moats. 2000

442 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5415e6ce16cf1b62d44a7a17e516d377d1f3523b

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Citations in the corpus

The Complex Nature of Reading Fluency: A Multidimensional View (2008, background): “(a vowel plus syllable ending) and larger chunks than at the phoneme level (Kessler & Treiman, 2003; Moats, 2000), making sound-symbol relationships at that level more predictable and useful in decoding words.”
Vocabulary: A Critical Component of Comprehension (2005, background): “Studies by Henry ( 1993 1999 ), Moats ( 2000 ), Read ( 1971 ), Treiman ( 1993 ), and Venezky ( 1999 ) show that word origin or etymology also can make the learning of words momentous.”
Rethinking English Language Instruction: An Architectural Approach (2003, background): “For example, they must recognize that English uses modals to express the conditional mood (If I had a dollar for every mistake I made, I would be rich); when and why to use the perfect tenses (He has been driving me crazy) rather than simple ones; and how phonemes (sound units), morphemes (meaning u”
Metalinguistic contributions to reading and spelling in second and third grade students (2012, background): “Theories of literacy development historically have characterized acquisition in a stage-like manner (e.g., Bear & Templeton, 1998; Ehri & McCormick, 1998; Moats, 2000 ).”
Individual fMRI activation in orthographic mapping and morpheme mapping after orthographic or morphological spelling treatment in child dyslexics (2006, methodology): “In research on learning and teaching spelling, this stage is referred to as the phonological stage of spelling (Moats, 2000; Templeton & Bear, 1992).”
Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth (2009, background): “It is important to note that such knowledge includes an understanding of language and print structure (Moats, 2000).”
Testing and refining the direct and inferential mediation model of reading comprehension (2007, result): “Our results provide evidence that, in this nonclinical sample of high school students, basic decoding was not a large source of comprehension problems, contrary to the hypotheses of, for example, Greene (1998), Hasselbring and Goin (2004), and Moats (2000) .”
Derivational morphology and spelling in dyslexia (2006, result): “The study replicates the previous reports (Carlisle, 1987; Moats, 2000 ) that significant difficulties arise in the spelling of derivations both of high and low frequency words.”
Teachers’ acquisition of knowledge about English word structure (2003, methodology): “For instance, in spelling, children can use knowledge of the fact that English words al most never end in the letter v to help them remember to add a silent e to words such as have or love (Moats, 2000).”
Early metalinguistic awareness of derivational morphology: Observations from a comparison of English and French (2009, background): “Seeing words in print can help to consolidate understanding of the relationship between meaning and the morphemic units within words (Moats, 2000).”
MORPHOLOGY MATTERS IN LEARNING TO READ: A COMMENTARY (2003, methodology): “For example, in developmental models proposed by Moats (2000) and Ehri and McCormick (1998), morphology is included in an “orthographic” or “consolidated-alphabetic” phase.”
Does teacher professional development affect content and pedagogical knowledge: How much and for how long? (2010, unknown): “…who do not teach children to read (Brady & Moats, 1997; McCutchen, Abbott et al., 2002; McCutchen & Berninger, 1999; McCutchen, Harry, & Cox, 2002; Moats, 1994, 2000; Moats & Lyon, 1996; National Board for Professional Teaching Standards [NBPTS], 2001; Phelps & Schilling, 2004; Wong-Fillmore &…”
A Synthesis of Morphology Interventions and Effects on Reading Outcomes for Students in Grades K–12 (2008, background): “…morphological generalization, as will be discussed in the results of the synthesis, it seems as though roots and afﬁxes are not being systematically taught in school (Moats, 2000; White, Power, & White, 1989) and that teachers themselves appear to have limited knowledge of morphemes (Moats, 1994).”
Using Systematic Instruction to Teach Decoding Skills to Middle School Students with Moderate Intellectual Disabilities (2006, unknown): “While most students acquire language in a natural, developmental manner, their ability to acquire basic reading skills is not a natural process (Greene, 1998; Lyon, 1999; Moats, 2000).”
Pre-Service Teachers' Metaphors of Teaching and Literacy (2008, background): “Additionally, research supports the concept that reading, writing, and spelling are related and integrated processes (Bear, 1991; Bear, Invernizzi, Templeton, & Johnston, 2004; Ehri, 1997; Moats, 2000).”
Knowledge foundations for teaching reading and spelling (2009, background): “The content knowledge required for effective instruction and intervention (Moats, 2000; Snow et al., 2005) includes knowledge of English orthography and the various ways that it represents spoken language.”
Decoding and Fluency: Foundation Skills for Struggling Older Readers (2003, background): “From this practice, students learn to visually chunk sequences of letters and understand the spelling patterns found within English.”